Guided by the Louisiana Board of Regents' (BOR) statewide mandate that "graduates of similar undergraduate programs should attain a broad-based common educational experience" [1], General Education at NSU provides a common learning experience for all undergraduates to enhance their ability to create a meaningful vision for the future and to exercise leadership in a global society. The following general education goals, based on the BOR statewide general education requirements [2], build the foundation for the success of students in the major and for life-long learning and continued engagement as creative and productive members of their communities:

•	To understand, analyze, and evaluate information from a variety of texts and apply that knowledge to academic, personal, and professional contexts.
•	To effectively use the English language in writing and speaking with clarity, coherence, and persuasiveness.
•	To think critically, independently, and creatively in order to make informed and logical judgments of the arguments of others, arrive at reasoned and meaningful arguments and positions, and formulate and apply ideas to new contexts.
•	To comprehend and to use quantitative concepts and methods to interpret and to critically evaluate data and to effectively problem-solve in a variety of contexts demanding quantitative literacy.
•	To locate, access, analyze, and utilize information that facilitates learning and critical inquiry and to adhere to the standards of academic honesty in their use of that information.
•	To demonstrate competence in computer literacy, including fundamental concepts of computing and fluency in the use of contemporary computing and information technology.
•	To comprehend and to apply the basic principles of science and methods of scientific inquiry.
•	To gain a deeper appreciation and understanding of the creative process, the pleasures and challenges of artistic expression, and the role and value of the fine arts in society and culture.
•	To have a richer understanding of the human condition through investigation, appreciation, and evaluation of the aesthetic, historical, philosophical, and literary dimensions of human experience.
•	To develop a deeper understanding of the relation between self and the world through investigation of the influence of social, cultural, economic, and political institutions in shaping human thought, value, and behavior.
•	To develop a deeper, more informed awareness and appreciation of the necessity for strong values, ethical conduct, and social responsibility, especially the importance of personal, academic, and professional integrity.
•	To recognize and appreciate cultural diversity and to gain a global perspective grounded in the understanding of international cultures, issues, and trends linking communities around the world.

To ensure that all graduates meet these goals, the University requires that the general education program be a substantial component of every degree program. To earn a baccalaureate degree, students must complete a minimum of 120 hours, 42 of which must be general education courses [3]. For an associate degree, students must complete a minimum of 61 hours, 27 of which must be general education courses [4]. The core curriculum further provides a wide breadth of knowledge by requiring course work in the humanities and fine arts; social and behavioral sciences; and natural science and mathematics.

The University's general education program provides an integrated core learning experience that serves as the foundation of fundamental skills, attitudes, and knowledge necessary for students to complete their undergraduate studies and to become life-long learners, to achieve their personal and professional goals, and to make meaningful contributions to their society. The core curriculum is reviewed periodically to ensure that required courses continue to meet the University's general education goals. Through the efforts of the 1993-1995 General Education Task Force [5], guidance by the Courses and Curricula Committee, and, currently, through assessment by the newly established General Education Assessment Committee [6], the faculty has determined specific core requirements that meet or exceed SACS criteria and the BOR Statewide General Education Requirements [2]. Not narrowly focused on skills, techniques, and procedures specific to a particular occupation or profession, these courses emphasize the basic competencies necessary for students to be successful in their chosen majors and in their personal and professional lives.

Table 1: General Education Requirements for the Baccalaureate Degree

Core Proficiencies
Effective Communication: Writing	9 hours
ENGL 101 or ENGL 111	(3 hrs.)
ENGL 102 or ENGL 112. Each student shall fulfill English competency requirements by earning a C or better in 102.	(3 hrs.)
WRITING-INTENSIVE COURSE: From ENGL 264, 266, 310, 366, 368, 468, BSAD 310, MACO 251 as specified by the major/minor/concentration/certification. These courses teach effective writing within a discipline with primary emphasis on the further development of essential writing and reasoning skills necessary for success in students' academic, personal, and professional lives.	(3 hrs.)
Quantitative Reasoning: Mathematics	6 hours
Math 101 College Algebra. Each student shall fulfill mathematics competency requirements by earning a C or better in 101 or by earning credit in calculus.	(3 hrs.)
Math elective as specified major/minor/concentration/certification.	(3 hrs.)
Breadth of Knowledge Areas
Fine Arts	3 hours
One course from ART, FNAR, MUS, SPCH 300 as specified by the major/minor/concentration/certification	(3 hrs.)
Humanities	9 hours
From HIST 101, 102 or HIST 105, 106 or HIST 150, 151 and English Literature at the 200-level or above as specified by the major/minor/concentration/certification.	(9 hrs.)
Natural Sciences	9 hours
From a two semester sequence in either the area of the biological or the physical sciences as specified by the major/minor/concentration/certification. Biological sciences include biology; sequences include BIOL 105,106; 105, 108; 114, 116; 155, 156. Physical sciences include astronomy, chemistry, geology, physical science, or physics; sequences include CHEM 101, 102; 101, 208; 105, 106; 221, 222. GEOL 101, 102; 211, 213. PHSC 101, 102; 101, 103; 102, 103. PHYS 101,102; 201, 202.	(6 hrs.)
One natural science course in an area (biological or physical) other than that selected for the sequence above as specified by the major/minor/concentration/certification.	(3 hrs.)
Social and Behavioral Sciences	6 hours
From following disciplines: ECON, GEOG, GOVT, PSYC, SOCI. Three hours of which must be at sophomore level or above as specified by the major/minor/concentration/certification.	(6 hrs.)

Table 2: General Education Requirements for the Associate Degree

Core Proficiencies
Effective Communication: Writing	6 hours
ENGL 101 or ENGL 111	(3 hrs.)
ENGL 102 or ENGL 112. Each student shall fulfill English competency requirements by earning a C or better in 102.	(3 hrs.)
Quantitative Reasoning: Mathematics	6 hours
Math 101 College Algebra. Each student shall fulfill mathematics competency requirements by earning a C or better in 101 or by earning credit in calculus.	(3 hrs.)
Math elective as specified major/minor/concentration/certification.	(3 hrs.)
Breath of Knowledge Areas
Fine Arts	3 hours
One course from ART, FNAR, MUS, SPCH 300 as specified by the major/minor/concentration/certification	(3 hrs.)
Humanities	3 hours
3 hours from literature, history, or foreign languages.	(3 hrs.)
Natural Sciences	6 hours
From astronomy, biology, chemistry, geology, physical science, or physics	(6 hrs.)
Social and Behavioral Sciences	3-6 hours
3 hours of social sciences (economics, geography, government, psychology, sociology) in A.S. degree programs and 6 hours of social sciences in A.G.S. programs (3 hours must be 200 level).	(3-6 hrs.)

The general education philosophy and requirements are published in the University Bulletin, in which departments identify specific general education courses required for each major through the "GER" designation. The following Bulletin curriculum page for the B.A. in English exemplifies the codes used to designate general education requirements [7]:

Bachelor of Arts Degree in English

    •  Creative Writing Concentration (ENCW)
    •  Technical Writing Concentration (ENTW)

FRESHMAN YEAR	Sem. Hrs.	SOPHOMORE YEAR	Sem. Hrs.
ENGL 101, 102 (GER)	6	Arts Elective (GER)	3
Foreign Language Electives	6	ENGL 251 (GER), 252, 264 (GER)	9
FRST Course (UR)	1	ENGL Elective	3
HIST Courses (GER)	6	Foreign Language Electives	6
MATH 101 and 102 or 105 (GER)	6	HIST 255 or 256	3
Natural Science Electives* (GER)	6	Natural Science Elective* (GER)	3
Social Science Elective* (GER)	3	Social Science Elective* (GER)	3
	34	(See footnotes 1 or 2 below)	30

JUNIOR YEAR	Sem. Hrs.	SENIOR YEAR	Sem. Hrs.
Arts Electives	3	Electives***	15
ENGL 304 (OCR)	3	ENGL 483	3
Computer Literacy Elective (CLR)	1	ENGL Electives**	9
ENGL 321, 322 and 305 or 306	9	PHIL 203 or HUMA 350, 351, 405, 450 or 451	3
ENGL Electives**	6	(See footnotes 1 or 2 below)	30
HIST Elective**	3
Elective	3
(See footnotes 1 or 2 below)	28

Total Hours Required for Degree (all concentrations): 122
* See General Education Requirements for the Baccalaureate Degree.

¹Concentration in Creative Writing (ENCW) - 15 hours required
²Concentration in Technical Writing (ENTW) - 15 hours required

To determine general education course equivalencies for students transferring to Nicholls, the University follows the Louisiana Board of Regents' Statewide Student Transfer Guide and Articulation System, an equivalency matrix of general education courses offered by Louisiana's universities and colleges [8]. For courses not classified by the matrix, transfer credit evaluators in the Office of Admissions review catalog descriptions and post equivalencies on the SIS system used by advisors. During registration, entrance into the major, or during the degree audit process before graduation, academic advisors, after reviewing the SIS equivalences, recommend course substitutions that work within students' degree programs. A Course Substitution Recommendation Form, specifying the course equivalency with a written justification of the rationale for substitution, is sent to the department head, then to the college dean, and finally to the Office of Academic Affairs for approval [9].